The ASD Resource Tree

November 30, 2016

WV ATC's Dr. Catherine Goffreda Bailey provides the following tips and recommendations:Although
the holiday season can be a time of joyful memories, comforting traditions, and
family reconnection, the inevitable stressors of the season sometimes overshadow
these positives. Individuals with Autism Spectrum Disorder (ASD) are especially
susceptible to becoming overstimulated by the sensory overload and increased
social engagements of the season. Providing early cues of what to expect and practicing
moderation are key to enjoying a low-stress holiday season. With mindful
planning and understanding of the individual’s needs, the holidays can be
significantly more relaxed and enjoyable for everyone.

General Holiday Considerations

§Family Routines – To greatest extent possible, maintaining a
consistent, predictable schedule throughout the holiday season and school
breaks will help to minimize disruptions to the familiar routine.

§Sensory Needs – Parents and caregivers often know the
individual’s sensory needs and triggers best. Be mindful that the individual’s
tolerance for sensory intake may remain unchanged during the holiday season.
For example, blinking lights, musical decorations, or strong-smelling candles
could be highly aversive (or even physically painful) to some individuals.

§Involving Siblings – When developmentally appropriate, siblings
could benefit from a relaxed, positive conversation about the individual’s
unique sensory, social, and communication needs. It also may be helpful to
discuss the family’s strategies for supporting the individual during
potentially stressful activities.

§Holiday Shopping – Crowded, noisy stores in the weeks before the
holidays are overstimulating for everyone, especially individuals with ASD.
Making a list of items in advance can help to keep trips as brief and organized
as possible.

§Giving Back – The holiday season is an impeccable time for
teaching kindness and goodwill. Encourage the individual to help with donating
toys, making meals for others, or volunteering for a charitable organization as
a family.

Preparing for Special
Events

§Social Stories – Reading a social story together before new
events or family gatherings can help the individual know what to expect. If
possible, include photos of the people and places he or she will be visiting. The
individual may enjoy helping you draw a picture of the event. (Note: See below for examples of holiday
social stories).

§Holiday Calendar – Posting a family calendar of holiday
activities in a visible location may also be helpful. The calendar could simply
list general events, or be very specific regarding holiday activities (e.g.,
putting up decorations, shopping for gifts, family movie night, etc.)

§Practice Social Behaviors – Some individuals may benefit from
role-playing holiday social behaviors, such as greeting family members or
reacting to unwanted gifts. However, recognize that physical affection (e.g.,
hugging and kissing relatives) should be at the individual’s comfort level and
discretion. Explaining this to family members in advance may help alleviate
potentially awkward situations or hurt feelings.

During Holiday Events

§Safe Space – Identifying a quiet room or location in
advance during the event for the individual to decompress may be helpful.
Packing a small bag some of his or her favorite items can further help to foster
comfort with the location.

§Predictability – Let the individual know in advance where you
are going, who will be there, what activities will take place, and when you
will arrive and leave.

§Be Proactive – Recognizing your child’s early signs of
anxiety can help to intervene early, before a potential challenge occur.
Utilize positive behavior support strategies to the individual adjust to
changes.

Ultimately,
many parents and caregivers pressure themselves to make every aspect of the
holiday season unrealistically perfect. Sometimes the most memorable events serendipitously
occur when things don’t go quite as planned. Don’t be afraid to scale back, or
even start a new family tradition to replace one that no longer fits your family’s
needs. Finally, taking the time to restore your own energy levels and peace of mind
during the holiday season ultimately benefits everyone. Wishing you a joyful,
memorable holiday season from the West Virginia Autism Training Center!

October 03, 2016

Halloween is just around the corner. WV ATC's Erin Lash submits the following tips for making the holiday a little more fun for all:

Create
a visual story of what Halloween may be like for your child, with some
pictures or drawings. This will help your child prepare for the day’s
activities;

Try
on costumes before Halloween. If the costume is
uncomfortable or doesn’t fit right, it may cause unnecessary distress and
ruin their fun;

If
your child does not like his or her costume, don’t make them wear it. Instead,
talk about the situation with your child and try to uncover the reason why
they don’t like it. After you talk with your child, they may gradually get
used to the costume. Have them wear it for short periods of time and at
increasing intervals over time.;

Consider
a Halloween costume that fits over your child’s regular clothes, such as
butterfly wings or capes;

Before the big day, practice
going to a neighbor’s door, ringing the bell or knocking on the door and
receiving candy.

Some Halloween participants like to hand out a card, similar to the one below, to help with saying "Trick or Treat!"

Above all else, enjoy yourself! That's what this holiday is all about!

August 01, 2016

WV ATC's Tina Hatfield, a former educator once named Teacher of the Year in her county, provides these back to school tips for teachers and for parents.

Back
to School Tips for Teachers

1.Accommodate the visual learning
styles of students with autism. Providing visuals of
notes, or other material the student is expected to learn, may improve
academic, social, and behavior expectations.

2.Role playing
how to “think it-don’t say it” with a
child may help him or her recognize when and how to speak aloud during class.

3.Please be very considerate before
instructing a student with autism to maintain eye contact with you. Not making
eye contact isn’t a sign of poor attention or disrespect. Many students
describe eye contact as “painful,” or “uncomfortable.” Their feelings should be
respected.

4.Communicate
with the family to learn about your student. Ask what things may trigger a
meltdown, what the student likes and dislikes, what he or she is good at. Use a
peer buddy for note taking.

5.Plan for a “safe space”
for whenever things get overwhelming. Providing a quite area or another room
the student can go to if he or she needs to calm down may help prevent
difficulties.

6.Compliment and provide positive
reinforcement even during brief, simple interactions.

7.Develop a structured class routine.
Prepare the student in advance if something in a typical routine must change.

8.Be considerate of sensory issues. Some
smells, sounds, lighting situations, etc. can cause a sensory overload. Be sure
to offer self-soothing techniques that the student can use.

9.Remain
calm and patient. We are all in this together and the more support the student
has, the more success he or she will have.

Back
to School Tips for Parents

1.Start getting your child back into
the school routine as early as possible.

2.Visit the school
before school starts so you and the child can meet the teacher and get
acclimated to the new classroom. This
may also give you time to talk with a new teacher about effective strategies.

3.Understand that not all challenges
are related to autism. Your child is still a child. He or she
may be acting like any child of that age.

4.Believe in yourself
as much as you believe in your child. No one knows your child better than you
know your child.

5.Discuss the unexpected. You
can’t know everything that will happen during the school day but using strategies
like Social Stories may help familiarize your child with routines, and provide
tips for when the unexpected occurs.

6.Teach and review school related
“hidden curriculum.” Go over the “dos and don’ts” of school
expectations.

7.Establish communication
early with all staff that will be interacting with your child. This is to help
prepare you as well as your child for the upcoming year.

June 17, 2016

Parents of
children on the spectrum know all too well the challenge of dealing with behavior
difficulties, as well as the judgement they may receive from others during the
most difficult times. Understanding “how behavior works” is not as intuitive as
many may think, especially when you compound the issues inherent to people with
an ASD and the assumption by many that it’s the autism causing the behavior. So
what is there to do but whatever it takes to make it stop?

Turns out
there is a lot that can be done!But if
you focus just on stopping challenging behavior in the moment, there is a good
chance you are in fact helping that behavior to continue. We call this
reinforcing it: scream for the candy, get the candy (screaming stops) but next
time I will scream when I want the candy, or anything else for that matter! And
while this simple example illustrates an important concept, when the person on
the spectrum is having difficulties and you don’t know why, or you need them to accept a situation (doctor
exam for example?), it’s neither simple nor easy for anyone.

But understanding
the root cause is an important first step and this is usually called the
“function” of the behavior. And while it can get more complicated when it comes
to building the skills necessary to replace the problem behavior, finding the
function or purpose usually takes just a little bit of problem solving and can
be narrowed down to a few basic wants or needs.

Broadly
speaking, you can even break it down do just two needs? Do they want to GET
something or do they wish to AVOID something? And then those ‘somethings’ can
be divided into just three basic categories: Attention, Tangible, and Sensory.
Let’s look at these three concepts individually.

Attention: Most everyone wants positive
attention at least once in a while, especially from those they love. But
somehow when a person does it ‘just for attention’ we view that negatively and
something that should be dismissed.
If a child is seeking attention through challenging behaviors it doesn’t
discount the very real and legitimate need on their part. With communication
and social skill deficits a major part of the very definition of ASD it is no
surprise that many wind up turning to inappropriate actions that are in fact
very effective at getting attention, even if it is negative! And again, the social challenges also mean
that they may wish to avoid attention. Hitting
and screaming or yelling insults is often the quickest way to turn others away
or get sent to your room!

Tangibles: These are items, experiences or
activities. They want to play video games or they don’t want to take out the
trash. They want to stop at McDonald’s, they don’t want the peas on their
plate. This one is often easy to spot but no less frustrating to deal with.

Sensory: These are often particularly
difficult to understand because people with ASD have unusual responses to
sensory stimuli – what they see, hear, taste, smell, and feel as well as how
they experience movement and gravity. And they are key to being able to regulate
our emotions as well. And when a sensory need is denied it triggers us to go
into the infamous ‘fight or flight’ mode, which often means a challenging
behavior is inevitable. Knowing your
child’s sensory ‘profile’ and finding ways to prevent or compensate for triggers
is often the best way to approach behaviors based on escaping sensory
challenges and then also teaching more appropriate and less intrusive methods
for accessing sensory needs. If your child has on occupational therapist, they
can be a great help in understanding their specific needs.

Once you
have figured out the function of the child’s behavior you then have to figure
out if there is a better way for them to meet their needs. Functional
communication training for non-verbal individuals is a critical step in
changing behaviors and reducing frustration. Perhaps it is more a matter of
teaching specific social skills or building awareness of typical sensory
challenges so that they can more successfully navigate their world.

Remember
that ASD’s (and other disabilities) are never the cause of challenging
behaviors. What they do cause are skill deficits! And the lack of skill is what
leads to behaviors of concern. And it is much more effective and rewarding for
all if skill development is the focus rather than punishing or
extinguishing behavior.

Remember if you just focus on finding that
magic consequence to change behavior you are likely just setting everyone up
for failure. This is because there are three parts to the behavior chain and
the consequence is just the last link. You have to look closely at what comes
prior to the behavior (antecedents) and focus your efforts on pro-active
solutions. These can be simple but effective steps that build predictability,
reduce sensory overload, embed choices or simply take into account a range of
issues in the moment when setting a boundary or deciding your course of action.
Remember, changing their behavior starts by changing ours.

April 15, 2016

Bonnie Marquis is a Positive Behavior Support Trainer with the WV ATC.

Emotions
can be tricky for many with ASD. Trouble understanding and identifying even
some basic emotions both within themselves and in others is more typical than
not for people on the spectrum.So often
they seem to from “zero to 60” in an instant. The reasons for that are complex
and individual to each person, but on
going coaching and support by a supportive parent or family member can be
critical to developing this important life skill. How to express emotions and
doing so with an intensity level that is appropriate for a given situation can
take considerable time and effort but is a foundational social skill necessary
for successful relationships of all kinds.

Setting
aside a time when both you and your family member are calm and relaxed to
discuss this topic can help set the stage for future ‘coaching’ when the time
comes. It’s important to stress that his feelings are perfectly valid and
legitimate, whatever they may be, but that you wish to help with expressing them
in ways that are appropriate and are not going to lead to more difficulties and
potentially negative consequences. Try to take a supportive and problem solving
approach and avoid judgment as much as possible. For some it is helpful to know
this is a very common with ASD and part of how they are ‘wired’.However, for their own benefit they can and
should try to learn effective ways of coping and expressing themselves.

One of the
best ways to do this is to practice with role play. For some it might also be
helpful to make a visual list of some potential options (just words, words with
pictures, or just pictures – let them decide, with guidance if needed). Pick just 2-3 options and talk about how and
when to use them.For example, “walks/runs
with permission” or “jumping on the trampoline” are effective ways to work
through anger but are not always immediately available. Try to come up with
several ideas with at least one option that can be accessed in just about any
situation (deep breaths while silently counting to 10 for example). Again, just
a few minutes of practice, discussion and role play will help and may also be
an enjoyable experience that strengthens your relationship.

For some
children, expressing strong emotions is tied with delaying or escaping
unpleasant activities and it is important to be aware of this – if it is truly
too difficult then you should reconsider the demands or offer more assistance.
If it is merely unpleasant (cleaning up after himself, basic age-appropriate
chores) then allow some expression of unhappiness (appropriate choices only) but
remain firm in the demands. Maintaining
a calm demeanor but insisting on the completion of the task is very
effective, especially if it is followed by a fun or pleasant activity when and
only when the first task is complete.

As your
child practices these new skills in expressing their strong emotions it is
important that you coach them along with prompts and redirection, always accepting
the FEELINGS as valid, even if it appears to you to be an overreaction, while
encouraging the use of proper choices in how these feelings are expressed and
processed. The stronger and more intense they feel the longer and more
physically they may need to convey it. Allowing this time does not mean however
that you need to ‘feed’ it with attention as that can become its own reward.
This is why a visual cue of a proper choice can be helpful. Obviously
legitimate major upsets can be nurtured and supported as you would anyone. This
is where knowing your child and making judgment calls becomes key.

Discussing
intensity of emotion will also be helpful. Many folks on the spectrum have
tremendous difficulty with this concept (the “0-60” thing). So if a minor event
causes major upset and they are ‘over-reacting’ allow them to first express
themselves and validate the feeling, but then try and see if you could ask them
if they were really “more irritated than furious” or “a little nervous rather
than panicked”. And this mis-match is just as likely to occur with positive
emotions as well! Getting overly excited and boisterous about what most would
consider a mildly pleasant event can cause them to lose the respect of their
peers and further contribute to some social challenges.

The timing
of such comments will be important and you may need to make a note for yourself
to visit this after the emotions have subsided, otherwise no matter how you
phrase it they will perceive your comments as dismissing their feelings and may
not be receptive to your efforts to help. You may also want to first focus on
making good choices in how to show their feelings before moving on to more
reasonably match the trigger to the level of intensity.

Resources
such as the Incredible Five Point Scale developed by Kari Dunn Buron can be
very helpful by turning this very abstract skill into a more concrete concept.
If 5 levels are too sophisticated for your learner, you can adapt it to just
include 3 or 4 levels. The ATC library has several copies of this resource for
registered families to access.

Everyone
has challenging emotions at times and we all find ourselves occasionally
overwhelmed. But being ruled by feelings beyond our control on a near daily
basis is an additional hurdle no one with an ASD should face without support.
Patience, guidance, and understanding of how to work with these issues will
improve the quality of life for everyone and can be an important step in
sustaining mutually satisfying relationships.

December 18, 2015

The following is written by Bonnie Marquis, a Positive Behavior Support Trainer for the West Virginia Autism Training Center.

The holiday season can be joyous and everyone needs and
wants to have a great break. But there is undoubtedly increased stress and
sometimes a bit of confusion at what to do with all this extra time as well. Remember
too that the excitement, anticipation and altered schedules make self-control
much more difficult for those on the spectrum. Try not to ‘over schedule’ outings and
activities but also try not to have too much down/unstructured time and
excessive video/screen time. Such situations can be a recipe for meltdowns or
make the transition back to regular schedules much more difficult.

Providing a ‘schedule’ can be an enormous help. Some
will need this presented visually, others are fine with simple text or even a
verbal review of the day’s plan. But
having a plan is key. Include a few personal or household responsibilities
along with alternatives to screen time so that your child has something engaging to
do, rather than just saying “Don’t be on your device” or “That’s enough, do
something else”

For example:

üWake
up

üTV
time (set a time limit)

üBreakfast

üDress/brush
teeth, make bed (maintaining part of the regular am routine for school)

üVideo
game/screen time (with established time limit)

üWalk
the dog

üReview/plan
the day’s activity (trip to the mall, friend comes to visit, etc.)

üLunch

These need not be rigid or tied to a strict time
table, but it is helpful to everyone if there is a little structure to the day
and it can help your child predict what will happen and what may be expected of
him. Remember if you are visiting friends or relatives, even for a short time,
it is a good idea to review some desired behaviors: “Remember Grandma has a lot
of delicate items in her living room so you have to be careful in there” and
some children may need more specifics, such as “When in there keep your hands
in your pockets."

In addition,
you may need to have a talk about relatives wanting to kiss and hug your child.
If your child is prepared for this they may not mind. But it may wise for you
teach a script or phrase for a polite refusal. Relatives may also need a
reminder that your child prefers high fives or handshakes if that works better
or your child is non-verbal.

Daily physical activity is also important so walks,
trips to the park or if possible indoor pools or ‘bouncy houses’ can be part of
a day’s planned outing. If these are not possible try a ‘dance party’ in the
house or choose one of the physical gaming options if you have one. Or, go
low-tech and have an indoor snow ball fight! These can be really fun and physical. Turn up the music and use
the end of the song to signal a break to regroup and determine if you want to
do another ‘round’ or take some deep breaths and move on to something else. Grandma’s
living room would not be the best setting for this however, so choose your
space wisely. Simply use balled up wads of paper or make white pom-poms if you
are feeling ambitious.

If your child enjoys crafts try a new one or plan a
trip to the store to pick something new. But know your child’s limits. If
attention or detailed work are challenging be careful with your selection.Sometimes simpler is better – here are a few
inexpensive ideas to try that can appeal to children with a wide range of skills,
interests and abilities.
Links to activities:

Above all you want to have a relaxing and enjoyable
time over the break. And while maybe all this planning and building of proactive
strategies seems like more work, the pay off in terms of fewer meltdowns and
reduced stress will make the effort well worthwhile. So have a wonderful, fun filled break no
matter how you choose to celebrate it.

October 06, 2014

The following is written by Bonnie Marquis, a Positive Behavior Support Trainer for the West Virginia Autism Training Center.

Many people who register with the WV Autism Training
Center (ATC) also apply for the Family Focus Positive Behavior Support program. So
popular is this program that many people mistakenly believe that this is the
only service we have and since there is a wait time of up to two years, they
never bother to register with ATC at all. And although many do apply, they do so without
really understanding what it is they are waiting for.

Anyone who
has registered with ATC should already know of the many services available
throughout the entire state. These range from the free coaching
sessions and the amazing and up to date library, to the skills groups, resource
referrals and other trainings, all of which are free to registered clients and
families. New training formats, delivery
options and topics are constantly being developed as well.

But what exactly are they waiting for with this
FF-PBS program? In short, it is an incredible opportunity to have the knowledge
and expertise of an ATC Positive Support Trainer as they facilitate a process
that has the capacity to dramatically improve the quality of life for both the
focus person (the client with an ASD) and the entire family. In some
circumstances the process also results in improved services beyond the focus
person as teachers and service providers are offered the opportunity to learn new
skills and strategies that can be implemented with others now and in the future.

The process is individualized and difficult to
summarize since the way it unfolds varies based on the needs of the individual
and the dynamics of the team. However, certain aspects of gathering information
and developing an action plan to achieve team selected goals are somewhat
standard. In every case however, it is time consuming. Because it is firmly
based on principles of person centered planning and incorporates a collaborative team approach, it
sometimes seems to move at a snail’s pace and much will be asked of families
and team members that choose to participate. This often takes the form of home
visits, school meetings, trainings and coaching sessions (to assist in the
implementation of selected strategies).Families may also be called upon to collect information regarding the
behaviors they want to address so the trainers can assist in determining their
cause and help develop a meaningful support plan which will result in lasting
improvements.

The process also often asks participants to make
some changes – to their routines or structure of activities, how they respond
to behaviors or venturing out to engage in new activities. But the changes are never
dictated. Rather they are decided upon by the team as a result of discussion,
consultation and learning new information. Nevertheless change can be difficult
and it can often feel like three steps forward, two steps back.

But with the support of ATC many teams have seen
some truly amazing results when they have embraced the process.And that doesn’t mean just taking the
suggestions of the trainer. The truth of the matter is that while the trainer
knows a great deal about autism, it is the rest of the team that really knows
the focus person and how life is lived on a daily basis.Their input is the vital ingredient to
individualizing supports that will be most effective in achieving the goals set
forth by the team. The most effective teams truly engage with the process and
develop a trust characterized by honest dialogue about what should be tried,
tweaked, continued or abandoned. The least effective teams nod and agree while
silently thinking to themselves “this will never work.” And the most effective teams speak up about
doubts or challenges and ask for help when needed. The least effective teams
fall back into old routines and let opportunities slip by, too busy or
overwhelmed to make changes or seek out support.

Because of this, the dynamics of a team can be the
most important aspect of the process and team selection and development takes
careful consideration. Involving people with a genuine positive regard for the
focus person is vital. This is especially true if there are potential participants
that regularly work with the focus person, and thus really should to be
included, who may be less than optimistic. The team’s positive approach can
often change those negative perspectives in surprising ways, especially as many
of the tools used in the process are designed to focus on strengths, and a
positive and possible future. There is also, as mentioned from the outset, a
focus on quality of life. The process attempts to do this by whatever means the
team decides, but it should never be limited to just reducing challenging
behavior or gaining a particular daily living skill. While quality of life
happens to be the focal point of ATC’s mission statement, there are practical
reasons for stressing these types of goals.

There is a
tendency in our society, particularly for those with disabilities, to withhold
those elements that would improve quality of life or are seen as enjoyable and
desirable until they have somehow earned it, often through improved
behavior or achieving some objective (unrelated to community access or the preferred activity itself). Most often
however, it is actually having something which “makes life worth living” that allows
us to find the motivation or inner strength to
make sustained efforts toward self-improvement. Sometimes, among all the other services and
facilitation that your trainer can provide, it’s keeping things in a positive
and person centered perspective that can have the greatest impact, for everyone
involved.

A final goal for FF-PBS is for participants to
sustain the process and to have learned the skills and strategies needed to continue
long after the ATC trainer’s time with the team has ended. To meet and
collaborate as needed, set forth new goals and incorporate new team members,
and build on the momentum and successes of the previous team.

Certainly, this process is not for everyone, either
by design or level of need or the required time commitment.It should also be noted that certain life
circumstances (divorce, relocation, new jobs etc.)may make participation at a given time
particularly difficult and every effort is made to accommodate families if they
need to suspend or postpone services or if they wish to switch to a less
intensive, more focused service model that can assist with single/limited issue
concerns, known as the Solution Focused Process. Knowing in advance the nature
of the involvement will hopefully aid in the selection of appropriate services
and understanding what FF-PBS is and is not (for example it is
certainly not a direct therapy). And again, FF-PBS is just one of many services available with
ATC, and the agency is committed to supporting individuals with autism spectrum
disorder as they pursue a life of quality.

July 30, 2014

Dr. Cathy Pratt, Director of the Indiana Resource Center for Autism, provided these helpful hints to parents to best support children with ASD as they begin a new school year. The article, "For Parents: Preparing For the School Year," can be foundat this link.

June 11, 2014

Dr. Sumeeta Patnaik is the co-guardian and co-conservator of Vijay Patnaik. She is currently employed at INTO-Marshall as the Academic English Coordinator. Dr. Patnaik is a graduate of Marshall University with a Doctorate of Education.

The transition of an autistic sibling from a family home to
their own home is always traumatic for the family. It is especially difficult
for the non-autistic sibling, who often takes the role of a caregiver, to allow
his or her autistic sibling to leave the family home. The relationship between
these siblings is especially strong, with a loving bond that lasts for a
lifetime.

Yet a well-planned transition can effectively allow both
siblings to seamlessly continue their relationship while allowing both siblings
to mature and make personal progress. Supports are the key to a successful
transition with both siblings receiving support from family members, mental
health professionals, and members of the community.

It was difficult for me to allow my brother, Vijay, to leave
home and transition to his new home as I worried about the quality of his care
and was concerned that he would feel disconnected from his family. Nevertheless,
the proper supports allowed Vijay to successfully transition to his home, and
our relationship has deepen as a result. For four years, prior to his
transition, my family and I worked to try and purchase a home of his own for
Vijay. We felt that this transition would allow Vijay to mature as a person
while allowing his family the comfort of knowing that he was well-secured in
his own home.

Vijay’s transition to his home began after the death of our
father, Dr. Dhirendranath Patnaik, in July 2012. My inheritance, from my
father, provided me with an unexpected income that would allow me to create a special
needs trust and purchase a home for Vijay under that trust. Our family worked
with Vijay’s support team at Prestera Center to create a transitional plan for
Vijay. The plan included maintenance of his home, becoming acquainted with his
neighbors, and a staff support plan that would allow them to best assist Vijay
in his home. By December, Vijay moved into his home, and we celebrated a
Vijay-style Christmas there!

Since his transition two years ago, Vijay has taken
ownership of his home. He is well-liked by his neighbors, and he often has
friends over for dinner. Working with his staff, we have been able to maintain
his home and create a supportive environment that best caters to meeting
Vijay’s needs. Vijay’s transition required a team effort, and with support from
Prestera center, Vijay’s family was able to provide him with a home of his own.
We hope to continue to support Vijay in his home for many years to come.

This article is authored by Luke Walker, a Positive Behavior Support Trainer for the WV ATC

The effects felt within a family when a child has
been diagnosed with an autism spectrum disorder (ASD) can be both challenging
and strengthening but affects the whole family. A study from 2010 found that
siblings of individuals with ASD’s displayed signs of developing hyperactivity,
and supported the notion that “mothers of young autistic children experience
more depression and stress than mothers of typically developing children.”
(Barlow, 2010). Previous studies have had mixed findings but many suggest that
siblings also experience symptoms similar to autism such as difficulties with
social interactions, communication, and behavior. Furthermore, around 30
percent of siblings of autistic children have some associated difficulties in
behavior, learning, or development.

One
previous study looked specifically at sibling’s depression, social adjustment
and the level of child care and domestic responsibility, for siblings for young
boys with autism. They reported a significantly higher rating of depression
compared to siblings of children without autism, but not a difference with
social adjustment. (Gold, 1993).

Parental attention can also play a factor in the
amount of stress for a sibling. Parents have less time and resources to
dedicate to a sibling as typically most of their attention is focused on
raising the child with autism. It can be a struggle to balance the needs of the
child with autism versus the needs of the family and other children.

This blog
article will help provide some information and resources for parents and
siblings about sibling stress and how to support other children in the family.

Types of Stress on Nonautistic Siblings

Family life for siblings of children with autism can be potentially
stressful. The Autism Society of America describes the types of stress commonly
faced by siblings:

Jealousy
over the time parents spend with the autistic sibling

Embarrassment
over any public displays of autistic behavior and routines that make the
family stand out from peers

Frustration
over social interaction difficulties with the autistic sibling

Stressed
about being the target of the autistic sibling's aggressive behavior

Worry about
parents being stressed

May feel a
need to overcompensate and overachieve in order to please parents and get
more attention

Fear of
serving a future caregiver role to sibling with autism

A large number of siblings of children with autism have also exhibited the
following positive characteristics: (from autism.lovetoknow.com)

Admiration
for sibling with autism

Proud to
help autistic sibling

According
to a Time.com article, "Autistic Kids: The Sibling
Problem", a significant number of siblings of people with autism go
into autism support service careers.

The needs of
siblings

The
website of the Autism Society of America provides an excellent PDF guide for parents to
outline the needs of siblings. According to that source, some
examples of the needs of siblings include:

Siblings need to learn interaction
skills with their brother or sister with ASD

Siblings
need time to work through their feelings with patience, understanding, and
guidance from their parent(s) and/or a professional, if appropriate.

The WVATC
sibling program

With
these needs in mind, the West Virginia Autism Training Center has designed a
program to support siblings which addresses needs and provides information to
the sibling. The program highlights the siblings goals and dreams using an
individualized approach that can involve further education about autism, how to
interact with their siblings, increase time and attention from parents or
provide an opportunity to discuss their feelings.

Contact
the West Virginia Autism Training Center to find out more information about
supporting siblings and follow the suggested links below:

Intake and Family Resource Coordinator

Angela Bryson, the Intake and Family Resource Coordinator, has worked for the West Virginia Autism Training Center for the past thirteen years. She may be reached at patnaik2@marshall.edu, or 304-696-2332